Hartford Public Schools Summer Bridge 2019 Dr. Leslie Torres-Rodriguez, Superintendent April 16, 2019
Partnering with the Community In March, we posed the following question to community partners at our Community All Call: How can we collaborate to create exciting and engaging summer bridge opportunities for Hartford youth aligned to the District Model for Excellence? 2
DISTRICT MODEL FOR EXCELLENCE Strategic Plan 2018-2022 Teaching School Culture Family & Community Operational and Learning Effectiveness & Climate Partnerships OBJECTIVES Strengthen relationships Maximize use of resources, Quality instruction and with families, businesses, Ensure ALL students feel initiatives, operations, and support to ensure students government, faith-based safe graduate ready for college minimize redundancies. groups and the community. and valued at HPS. and life. Ensure ALL students and staff Enhance effective two-way feel safe, valued and STRATEGIES communications. Deliver a guaranteed and respected. Implement a holistic viable curriculum. Achieve long-term Ensure all staff support a community school sustainability through data- common set of values and Use relevant and timely model. driven planning, beliefs, and are equipped to data for continuous Develop effective implementations, and support students’ physical improvement. and social-emotional needs. monitoring. partnerships. Decrease chronic Increase ELA proficiency in Work towards a balanced absenteeism by 7%. GOALS Increase the number of grade 3 by 22%. and equitable district Increase student community schools in each budget. perceptions Increase graduation rate by zone. of feeling safe and valued. 9%.
Key Finding Roughly half of Hartford’s cohort enrolls in post -secondary education, but less than one-third persists into their second year of post-secondary Six-year Outcomes , Hartford Public Schools Class of 2016 Cohort 1,468 students in the Class of 2016 cohort 79% graduate in six years 50% enroll in post- secondary education 32% persist into their second year These outcomes occur at different rates for different groups of students Note: Analysis defines persistence as half-time enrollment and above, excluding the small number of students who persist only when including less-than-half-time enrollments Source: Hartford Public Schools data; EY-Parthenon analysis
Early warning indicators (EWIs) for OFF-TRACK EWIs identify students who are at-risk for falling off track for post-secondary success as soon as they arrive in 9 th grade The data suggest the following 8 th grade Early Warning Indicators (EWIs) are predictive of falling off track in high school A B Less than 90% 1 or more days suspended out of attendance school C T 1 or more course Failure on both failure in English or standardized tests math (Reading and Math CMT) Over the course of high school, 83% of students with an EWI ever fell off track for post-secondary success, compared to 37% of students with no EWIs Source: Hartford Public Schools data; EY-Parthenon analysis
Early warning indicators Students who enter high school with any 8 th grade EWI are significantly less likely to be on-track for post-secondary success at the end of ninth grade 9 th grade on-/off-track status by EWI status , Hartford Public Schools Class of 2016 Cohort Not in district No EWIs One EWI Multiple EWIs MS On-track for success at a 4- 38% 12% 3% 46% year institution On-track for 33% 20% 11% 23% success at a 2- year institution Off-track for PSS 21% 42% 31% 16% but likely to graduate 8% 27% 54% 16% Most at risk not to graduate HS Note: “Not in district middle schools” includes students not enrolled in HPS for 8 th grade and late entrants to HPS; Excludes n=49 students with missing data and 45% of “not in MS” students who enroll in Hartford after 2012-13 Source: Hartford Public Schools data; EY-Parthenon analysis
8 th to 9 th Grade EWIs Most recently, 44% of incoming 9 th graders had any EWI, and half of all students coming from Hartford middle schools had failed both of their standardized tests Share of students enrolled in HPS for 8th and 9th EWI status of incoming 9 th grade students , grades with each EWI Hartford Public Schools, Snapshot view, SY2017-18 Hartford Public Schools, Snapshot view, SY2017-18 1,470 students 100% 60% Not in district MS 49% 80% 40% 60% No EWIs 40% 21% 20% 1 EWI 12% 10% 20% Multiple EWIs 0% 0% Incoming 9th Grade, Smarter Attendance Core Course Behavior 8th grade in 2016-17 Balanced Failure Exam Failure 2011-12 27% 22% 5% 21% comparison Note: Analysis only considers first-time ninth graders in 2017- 18; “Not in district middle schools” includes students not enroll ed in HPS for 8 th grade; Students may have more than one EWI; In 2011-12, 8 th grade students took CMT exams, so caution is required when comparing failure rates Page 7 Source: Hartford Public Schools data; EY-Parthenon analysis
DISTRICT MODEL FOR EXCELLENCE Strategic Plan 2018-2022 School Culture & Climate 2018-19 YTD CHRONIC ABSENTEEISM RATES BY GRADE LEVEL
DISTRICT MODEL FOR EXCELLENCE Strategic Plan 2018-2022 Implementation Measures
The How Our Plan for Summer Bridge
HPS Summer Bridge Collective Purposes: 1. Eliminate skill gaps 2. Accelerate learning 3. Prepare all participating students for success in high school HPS Community Academic Partner Program Programming 11
Summer Bridge Mechanics Monday, July 8 to Friday, August 2 Mondays to Thursdays: Academic program Fridays: Community partners will offer unique opportunities for enrichment, like internships, field trips, summer youth employment. 8:00 a.m. to 12:00 p.m. English Language Arts, Mathematics, Social-Emotional Development, College/Career Readiness 12
Summer Bridge Mechanics Zone 1: University High or SMSA Zone 2: University High or HPHS Zone 3: HPHS Zone 4: SMSA Breakfast and lunch will be served daily Transportation will be provided in accordance with HPS transportation policy 13
Summer Bridge Academic Program 1. Intensive academic focus on reading, writing, math, and academic skills aligned to 9th grade courses and standards. 2. Intentional focus on building relationships with those who will instruct and support the students in 9th grade. 3. Embeds social and emotional development HPS Community into all learning Academic Partner experiences. Programming Program 4. Includes orientation activities for both students and families. 14
The Next Steps Need for Partnerships
Summer Bridge Community Partner Programming 1. How can you help identify and recruit students and families to our program? 2. How can you make linkages to the academic, grade 9 standards through theatre, field excursions, special programming? 3. How can you support the development of executive functioning (organizational, time management skills) and social emotional learning ? Community 4. How can you offer high HPS Partner interest programs to keep Academic Programmin students engaged and Program g succeeding in other domains to help them persist and commit to developing their 16 academic skills?
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